Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis - PowerPoint PPT Presentation

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Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis

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Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis Steven B. Robbins, Kristy Lauver, Huy Le and Daniel Davis, Ronelle Langley, & Aaron ... – PowerPoint PPT presentation

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Title: Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis


1
Do Psychosocial and Study Skill Factors Predict
College Outcomes? A Meta-Analysis
  • Steven B. Robbins, Kristy Lauver,
  • Huy Le and Daniel Davis, Ronelle Langley, Aaron
    Carlstrom
  • Presented by Andriette Vaughn
  • Radford University

2
Purpose
  • To determine if psychosocial and study skill
    factors predict college outcomes
  • Current national debate over what constructs to
    use when choosing college applicants
  • Are standardized achievement and/or high school
    GPA better predictors of college outcomes?

3
Literature Review
  • 1984 - 2004
  • Methods
  • Electronic Sources
  • PsycINFO
  • Educational Resources Information Center
  • Manual Search (1991-2000)
  • Journal of Counseling Psychology
  • Journal of Counseling and Development
  • Research in Higher Education
  • Journal of Higher Education
  • Sources sited in the reference sections of
    literature reviews, articles, and studies from
    prominent sources

4
Literature Review
  • Studies
  • 408 were found
  • 109 were used
  • 299 were excluded due to data that was unusable
    and/or a population that did not coincide with
    our population of interest

5
Issues to Consider
  • What constitutes college outcome?
  • Performance
  • Class or subject matter achievement, typically
    measured by GPA
  • Persistence
  • Retention length of time a student remains
    enrolled in an institution.
  • Lack of clearly defined and adequately measured
    predictors

6
Dependent Measures
  • Achievement Motivation
  • Academic Goals
  • Institutional Commitment
  • Perceived Social Support
  • Social Involvement
  • Academic Self-efficacy
  • General Self-concept
  • Academic-related Skills

7
Studies to Include
  • Included both a measure of the PSF constructs and
    an outcome measure of college success
  • Limited to studies examining full-time students
    enrolled at a 4-year, higher education
    institution in the United States

8
Results
9
Results
10
Potential Moderators
  • Types of measures used Diversity of scales
    supposedly measuring the same construct
  • College Adjustment Process
  • Institutional size
  • Institutional differences
  • Literature ranges across many psychological and
    educational content domains
  • Differences in sample characteristics (I.e.
    gender, race, background, individual differences,
    seniors vs. first years, etc)

11
Conclusion
  • Measures of psychosocial and study skill factor
    constructs are correlated with retention as a
    measure of college success.
  • Measures are also correlated with with GPA
    across most (90) of situations
  • Psychosocial and study skill factors are shown to
    be better predictors of college outcomes than
    SES, standardized achievement, and high school
    GPA,
  • There is a need to incorporate Psychosocial and
    study skill factors into the prediction of
    college outcome
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